Language Policy

of Stellenbosch University
Reference number of this
document
HEMIS classification
Purpose

To formulate a policy to guide the use of language at

Stellenbosch University

Type of document

Policy document

Accessibility

General (external and internal)

Date of implementation

1 January 2017 or as soon as possible thereafter

Date/frequency of
revision

The Policy lapses after five years. The Policy must be

reviewed during its fifth year of operation. It may be
reviewed earlier, or more than once during its period of
operation, if the owner of the Policy considers it
necessary.

Date of approval of
previous Policy

22 November 2014

Owner of this Policy

Vice-Rector: Learning and Teaching

Institutional functionary
(curator) responsible for
this Policy

Senior Director: Learning and Teaching Enhancement

Date of approval
Approved by

Stellenbosch University Council

Keywords

institutional communication, language, languages of

learning and teaching, language planning, multilingualism,
policy

The essence of the Policy

Stellenbosch University (SU) is committed to engagement with knowledge in a
diverse society. The Language Policy advances institutional multilingualism and
individual multilingualism in its academic, administrative, professional and social
contexts. The Policy aims to increase equitable access to SU for all students and staff.
Since our campuses are situated in the Western Cape, we commit ourselves to the
promotion of the provinces three official languages, namely Afrikaans, English and
isiXhosa.

1. Introduction
At SU our focus is on engagement with knowledge. As part of this engagement, SU
takes into account the diversity of our society, including its linguistic diversity, and
the intellectual wealth inherent in that diversity.
The South African Constitution grants official status to eleven languages and regards
all these languages as assets that should be used as a means of developing human
potential. The Constitution determines that everyone has the right to receive education
at public education facilities in the official language or languages of their choice,
where that is reasonably practicable.
The Language Policy aims to increase equitable access to SU for all students and
staff.

2. The multilingual context

SU follows a dynamic process to make the institution inclusive and diverse, including
the use of more than one language.
SU creates opportunities for the advancement of both institutional multilingualism
(more than one language being used in the institution) and individual multilingualism
(the competence of an individual to function in more than one language).
SU is a national asset, and its students and staff represent most of the language groups
in South Africa. Although we acknowledge that all South African languages function
as resources for learning, we choose to focus our institutional commitment on the
users of Afrikaans, English and isiXhosa, which are the three official languages of the
Western Cape Province.
The contextual considerations for using these languages are as follows:
Afrikaans
Afrikaans has developed an academic repertoire over decades, to which SU has
contributed significantly. Applying and enhancing the academic potential of
Afrikaans is a means of empowering a large and diverse community in South Africa.
English
Speakers of the various South African languages use English to communicate with
each other, and English has significant academic, business and international value.

Therefore, SU uses English routinely, but not exclusively, in its academic,

administrative, professional and social contexts.
IsiXhosa
IsiXhosa is used by one of the largest language communities in South Africa. By
means of specific initiatives, SU is contributing to the advancement of isiXhosa as a
developing academic language in addition to expanding isiXhosa as an internal
language of communication.

3. Application of the Policy

The Language Policy applies to all faculties, support services divisions, management
bodies, staff and students of SU.

4. Purpose of the Policy

The purpose of the Language Policy is to guide language planning, language
management and language use at SU.

5. Aims of the Policy

5.1 To contribute to achieving SUs Vision 2030, as contained in the
Universitys Institutional Intent and Strategy (20132018), so as to enable
inclusivity and equitable access to SU for all prospective and current
students and staff in pursuit of excellence.
5.2 To facilitate effective learning and teaching, research, and service delivery
at SU.
5.3 To promote institutional and individual multilingualism as important
differentiating characteristics of SU and its graduates.

6. Policy principles
The Language Policy is based on the following principles:
6.1 SU acknowledges and respects the core values enshrined in the South
African Constitution, particularly those related to language diversity,
multilingualism, inclusivity, and equitable access to education.
6.2 SU respects the languages used by students and staff and acknowledges
their language preferences and levels of language proficiency.
6.3 SU acknowledges the complex role of language in general and our separate
languages in particular in our society. All languages are regarded as
resources for the effective construction of knowledge.
6.4 SU applies its chosen languages in such a way that it includes all students,
staff and other stakeholders.
6.5 SU acknowledges that academic literacy and the use of academic language
comprise sets of complex practices which are linked to how disciplines
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create knowledge. These practices are best developed within the contexts of
academic disciplines and their fields of study.
6.6 SU establishes suitable language services and academic staff development
services to support the implementation of the Language Policy.
6.7 The Language Policy and its implementation are informed by what is
reasonably practicable in particular contexts. Relevant factors to be
considered include, but are not limited to, the number of students who will
benefit from a particular mode of implementation, the language proficiency
of the students involved, the availability and language proficiency of staff
members, timetable and venue constraints, as well as SUs available
resources and the competing demands on those resources.
6.8 The Language Policy adapts to the changing language demographics and
language preferences of students and staff.

7. Policy provisions
The Policy principles above give rise to the following binding Policy provisions:
7.1 Learning and teaching
7.1.1

Afrikaans and English are SUs languages of learning and teaching. SU

supports their academic use through a combination of facilitated learning
opportunities for students, including lectures, tutorials and practicals, as
well as learning support facilitated by means of information and
communication technology (ICT).

7.1.2

Undergraduate modules are offered by any of the measures set out in

7.1.3, 7.1.4 and 7.1.5 below.

7.1.3

For undergraduate modules where it is reasonably practicable and

pedagogically sound to have more than one class group:
7.1.3.1 There are separate lectures in Afrikaans and English.
7.1.3.2 Learning opportunities, such as group work, assignments,
tutorials and practicals involving students from both language
groups are utilised to promote integration within programmes.
7.1.3.3 Students are supported in Afrikaans and English during a
combination of appropriate, facilitated learning opportunities
(e.g. consultations during office hours or scheduled tutorials and
practicals).

7.1.4

For undergraduate modules where both Afrikaans and English are used in
the same class group, the combination of facilitated learning
opportunities is as follows:
7.1.4.1 During each lecture, all information is conveyed at least in
English and summaries or emphasis on content are also given in
Afrikaans. Questions in Afrikaans and English are, at the least,
answered in the language of the question.
7.1.4.2 Students are supported in Afrikaans and English during a
combination of appropriate, facilitated learning opportunities
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(e.g. consultations during office hours, or scheduled tutorials

and practicals).
7.1.4.3 For first-year modules, SU makes simultaneous interpreting
available during each lecture. During the second and subsequent
years of study, simultaneous interpreting is made available by
SU upon request by a faculty, if the needs of the students
warrant the service and SU has the resources to provide it. If two
weeks have passed with no students making use of the
interpreting service, it may be discontinued.
7.1.5

In the following instances, lectures will be offered in one language only:

7.1.5.1 Where the nature of the subject matter of the module justifies
doing so, for example where the module is on the language
itself.
7.1.5.2 Where the assigned lecturer is proficient to teach only in
Afrikaans or English. For these modules additional support is
provided:
(a) If the lectures are in Afrikaans, SU makes simultaneous
interpreting available in English. If the lectures of the firstyear modules are in English, SU makes simultaneous
interpreting available in Afrikaans. If two weeks have passed
with no students making use of the interpreting service, it
may be discontinued.
(b) In addition to lectures, there are appropriate, facilitated
learning opportunities (e.g. consultations during office
hours, or scheduled tutorials and practicals) in Afrikaans and
English.
7.1.5.3 Where all the students in the class group agree to it by means of
a secret ballot, the module will be presented in Afrikaans only or
English only, provided that the relevant lecturers and teaching
assistants have the necessary language proficiency and agree to
do so.

7.1.6

In addition to lectures, based on students needs and practicability, SU

provides a variety of ICT-enhanced learning strategies, including
podcasts and vodcasts of lectures, which are made available to students
in Afrikaans, English and, in some cases, isiXhosa for the further
reinforcement of concepts and for revision purposes.

7.1.7

The learning materials for undergraduate modules are made available as

follows:
7.1.7.1 All compulsory reading material is provided in English except
where the module is about the language itself.
7.1.7.2 Compulsory reading material (excluding published material) is
also provided in Afrikaans unless it is not reasonably practicable
to do so.
7.1.7.3 SU module frameworks and study guides are available in
Afrikaans and English.
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7.1.8

Question papers for tests, examinations and other summative assessments

are available in Afrikaans and English. Students may answer all
assessments and submit all written work in Afrikaans or English.

7.1.9

In postgraduate learning and teaching any language may be used

provided all the relevant students are sufficiently proficient in that
language.

7.1.10 The following measures are taken for persons with special learning
needs/disabilities:
7.1.10.1 Where students or staff need alternative texts such as Braille or
enlarged texts as a means to communicate and understand
information and these are not available, the relevant member of
staff should liaise with SUs Braille Office to arrange the
timeous availability of the alternative texts.
7.1.10.2 As South African Sign Language is the primary means of
communication for some Deaf people, a sign language
interpreter and/or real-time captioning is available during
lectures, tutorials and principal SU public events, where it is
required and it is reasonably practicable to do so.
7.1.10.3 These provisions are subject to SUs Policy regarding Students
with Special Learning Needs/Disabilities.
7.1.11 Faculties may deviate from the Policy provisions in Paragraph 7.1 in
particular instances only if the deviation is:
7.1.11.1 Consistent with the principles of this Policy; and
7.1.11.2 Justified by the human and physical resources made available by
the University, by pedagogical concerns or by faculty-specific
considerations; and
7.1.11.3 Approved by the relevant faculty board, and reported with the
justification to Senate and approved by Senate, or, when urgent,
by its Executive Committee.
7.2 Internal institutional communication
7.2.1

Documentation of primary importance (e.g. policies and strategic Human

Resources documents relating to service conditions) is made available in
Afrikaans and English. The remainder of the documentation is made
available in Afrikaans, English or isiXhosa depending on the languages
of the target audience.

7.2.2

The language of written communication within faculties and divisions

(e.g. agendas and hand-outs) and at meetings depends on the language
needs of the readers or participants (including staff and students),
provided that no one is excluded by the language of communication.

7.2.3

Oral or written enquiries and requests by students and staff are, where
reasonably practicable, dealt with in the language of the enquiry or
request.

7.2.4

Afrikaans, English and isiXhosa are used judiciously at official events,

such as official meetings, ceremonial occasions and inaugural lectures.
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7.2.5

In residences and other living environments, language is used in such a

way that, where reasonably practicable, no stakeholder is excluded from
participating in any formal activities in these environments.

7.2.6

The following provisions apply to information technology (IT) software

system user interfaces (Uis), mobile applications and web content
management systems:
7.2.6.1 Where multilingual operation is reasonably practicable (e.g.
where SU is able to influence the development of the software
products, or where the product supports it, or SU builds it), SU
supports Afrikaans and English based on the users language
preference.
7.2.6.2 Where commercial off-the-shelf software applications that do
not support multilingual operation are employed, the operation
defaults to English.
7.2.6.3 Where the users language preference is unknown, the default is
English.

7.2.7

The following provisions apply to information system data:

7.2.7.1 Where reasonably practicable, information system
pertaining to an individual should be multilingual.

data

7.2.7.2 Where the data design accommodates multilingualism and

where feasible, the associated Uis for capturing the data should
support multilingual data capture.
7.2.7.3 Where the data design only caters for a single language, English
is used.
7.2.7.4 For all other data, English is used.
7.3 External communication
7.3.1

Afrikaans and English and, where reasonably practicable, isiXhosa are

SUs languages of external communication.

7.3.2

SU respects the language policies and preferences of its stakeholders,

partners and external correspondents. This means that official
communication and meetings with them are generally in their language
of preference, or that the necessary language services (e.g. translation or
interpreting services) are provided.

7.3.3

Where SU does not have the capacity to accede to the language

preference, the medium of communication is English.

7.3.4

IT interfaces for stakeholders are treated as in Paragraph 7.2.6. Examples

would be user interfaces for alumni, donors and parents or guardians.

7.4 Language planning

7.4.1

Annually, the Vice-Rector: Learning and Teaching agrees with the deans
of the faculties the measures and targets for the following year for the SU
academic offering in Afrikaans and English, with due regard for the
Policy principles detailed in Paragraph 6. For 2017 the unit of

measurement will indicate the percentages of Afrikaans and English used

in the module.
7.4.1.1 Each year the English offering is revised upwards so as to
increase access to SU for prospective and current students who
prefer to study in English. The intention is to achieve full
accessibility for academically deserving students within five
years or sooner, if reasonably practicable.
7.4.1.2 The Afrikaans offering is managed so as to sustain access to SU
for students who prefer to study in Afrikaans and to further
develop Afrikaans as a language of tuition where reasonably
practicable.
7.4.2

Each faculty and support services division describes its implementation

of this Policy in its Language Implementation Plan.

7.4.3

Every faculty reviews its use of language for learning and teaching, and
records the language arrangements in its Faculty Language
Implementation Plan annually, at the least. This Plan is reported to
Senate via the faculty board and Senates Academic Planning
Committee. Senate has the power either to accept the facultys Language
Implementation Plan or to refer it back to the faculty. Once accepted, the
language arrangements for learning and teaching of a particular module
are published in the relevant module frameworks.

7.4.4

Changes to the language arrangements in the facultys Language

Implementation Plan that fall outside the regular review process, but are
necessitated by, for example, a specific student groups preferred
language of tuition, pedagogical considerations or the unavailability of a
lecturer with the necessary language proficiency, can be made by the
relevant department head and dean after consultation with the faculty
student committee. These changes are reported at the next faculty board
and Senate meetings. The students of the specific modules are informed
of the changes and the reasons for these changes as soon as practically
possible.

7.4.5

Every support services division regularly reviews its use of language and
records the language arrangements in the Language Implementation Plan
for that particular division. These plans are approved by the relevant line
managers and the Rectors Management Team.

7.5 Promotion of multilingualism

7.5.1

The Language Centre, the faculties, the language departments, support

services and management bodies are co-responsible for the advancement
of multilingualism at SU.

7.5.2

SU incentivises innovative multilingual practices by providing

institutional funding for, for example, expanding teaching in more than
one language in faculties; conducting research; sharing best multilingual
practices; ICT-enhanced learning strategies; and discipline-specific
academic literacy initiatives.

7.5.3

SU advances the academic potential of Afrikaans by means of, for

example, teaching, conducting research, holding symposia, presenting
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short courses, supporting language teachers and hosting guest lecturers in

Afrikaans; presenting Afrikaans language acquisition courses;
developing academic and professional literacy in Afrikaans; supporting
Afrikaans reading and writing development; providing language services
that include translation into Afrikaans, and editing of and document
design for Afrikaans texts; developing multilingual glossaries with
Afrikaans as one of the languages; and promoting Afrikaans through
popular-science publications in the general media.
7.5.4

IsiXhosa as an emerging formal academic language receives particular

attention for the purpose of its incremental introduction into selected
disciplinary domains, prioritised in accordance with student needs in a
well-planned, well-organised and systematic manner. The academic role
and leadership of the Department of African Languages, through its
extensive experience in advanced-level teaching and research in language
and linguistic fields will be harnessed to the full. In certain programmes,
isiXhosa is already used with a view to facilitating effective learning and
teaching, especially where the use of isiXhosa may be important for
career purposes. SU is commited to increasing the use of isiXhosa, to the
extent that this is reasonably practicable, for example through basic
communication skills short courses for staff and students, career-specific
communication, discipline-specific terminology guides (printed and
mobile applications) and phrase books.

7.6 Support
The Language Centre provides language support services aimed at the
effective implementation of the Language Policy, in collaboration with the
faculties, support services divisions and management bodies, by providing,
for example, reading and writing development support, language services
that include translation, interpreting and editing services, modules in
professional communication, academic literacy and language acquisition,
and research. The faculties, support services divisions and management
bodies may, after consultation with the Language Centre, also provide
language support of their own.

8. Feedback, monitoring and conflict resolution

8.1 Each faculty, responsibility centre and the Student Representative Council
submits a report to the Rectors Management Team once a year, by a date
determined by the Vice-Rector: Learning and Teaching, detailing:
8.1.1

Any difficulties that it has experienced with implementing the Language

Policy;

8.1.2

Any mechanisms, strategies or techniques that have improved the

implementation of the Policy, or may better advance the goals of the
Policy; and

8.1.3

Any suggestions for amendments to the Policy.

8.2 The Vice-Rector: Learning and Teaching prepares an annual report to the
Senate and the Council taking into account the responses above. The aims

of the report include addressing areas of concern and sharing knowledge

within the University.
8.3 Each faculty reports in writing to the Vice-Rector: Learning and Teaching
after the end of each semester on its compliance during that semester with
its Language Implementation Plan. In each instance where there has been
non-compliance, the report describes it and the reasons for it fully and the
steps the faculty is or will be taking to avoid future deviations from the
Language Implementation Plan.
8.4 Faculty Student Committees also monitor adherence to the Policy in the
learning and teaching context, by means of a system of class
representatives, and report to the deans and the Student Academic Affairs
Council.
8.5 Students who feel negatively affected by the implementation of the
Language Policy should adhere to the following procedures:
8.5.1

In the case of implementation by faculties, complaints are lodged as

prescribed by the relevant faculty's appeals/complaints procedure or, in
the absence of such a procedure and in order of preference, with the
relevant staff member, the relevant departmental chairperson or head, or
the dean. If the complaints are not satisfactorily resolved at faculty level
and the complaints are related to academic contexts, students can refer
the complaints to the Academic Planning Committee (APC), via the
Student Academic Affairs Council, and if not resolved at the APC, the
APC refers the matter to the Senate, with a recommendation.

8.5.2

In the case of implementation by support services, complaints are lodged

with the relevant hierarchy of line managers or, in the case of the broader
University, with the Rectors Management Team via the Student
Representative Councils executive.

8.5.3

In the case of implementation in student living environments, complaints

are lodged with the house committee or the relevant residential head. If
the complaints are not satisfactorily resolved at university residence or
private student ward level, students may refer the complaints to the
Senior Director: Student Affairs.

8.5.4

In cases where the use of the mentioned structures is not suitable,

complaints may be submitted to the SU ombud for settlement in
consultation with the relevant structures.

8.6 Staff members who feel negatively affected by the implementation of the
Language Policy should adhere to the following procedures:
8.6.1

In the case of implementation by faculties, complaints are lodged, in

order of preference, with the relevant departmental chairperson or head,
or the dean.

8.6.2

In the case of implementation by support services, complaints are lodged

with the relevant hierarchy of line managers or, in the case of the broader
University, with the Rectors Management Team via the Vice-Rector:
Learning and Teaching.

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8.6.3

In cases where the use of the mentioned structures is not suitable,

complaints may be submitted to the SU ombud for settlement in
consultation with the relevant structures.

9. Policy governance
The Language Policy is approved by Council with the consent of Senate and after
consultation with the Institutional Forum.
The owner of the Policy is the Vice-Rector: Learning and Teaching. The Vice-Rector
reports on an annual basis on matters concerning the Policy to Council via the
Rectors Management Team, the Senate, and the Councils Language Committee.
The Vice-Rector may appoint a Language Planning and Management Project Team
and assign tasks to it to perform. The curator of the Policy is the Senior Director:
Learning and Teaching Enhancement, who supports the Vice-Rector.

10. Revision
Language policy-making and implementation are dynamic processes.
The Vice-Rector: Learning and Teaching:
10.1 Facilitates the testing of the Language Policy against changing
circumstances through research on the implementation, monitoring and
impact of the Policy;
10.2 Facilitates regular consultation with the broader SU community about
matters concerning the Language Policy;
10.3 Publishes information gained from such research and consultations; and
10.4 Whenever he or she deems it necessary, initiates and oversees a review of
the Language Policy with a view to its possible amendment or replacement.
The Language Policy lapses five years after the date of its implementation. Subject to
(10.4) above, it must be reviewed during its fifth year of operation.

11. Disclosure
The Language Policy is a public document and is published on the Universitys
website.

12. Repeal
The Language Policy repeals and replaces the Language Policy and Language Plan
adopted by Council on 22 November 2014.

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13. Reference documents

Constitution of the Republic of South Africa, 1996
Draft Language Policy of the Department of Higher Education and Training (2016)
Higher Education Act 101 of 1997
National Language Policy for Higher Education (2002)
Promotion of Equality and Prevention of Unfair Discrimination Act 4 of 2000
SUs Policy regarding Students with Special Learning Needs/Disabilities
Use of Official Languages Act 12 of 2012

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